Comadre Group Teaching in Nutrition Gernon, Lisa A.; Kedzierski, Carolynn
Journal of obstetric, gynecologic, and neonatal nursing,
June 2014, 2014-06-00, 20140601, Volume:
43, Issue:
S1
Journal Article
Peer reviewed
The purpose of this evidence-based practice (EBP) project was to assess if a comadre-like group teaching approach would increase Hispanic women's knowledge of nutrition. Small cultural support groups ...are unique to many Hispanic women because they rely on relatives and friends within their communities. The uniqueness of this population is their high regard for family and their close social network, which makes group teaching a potentially more effective approach for health promotion and wellness.
To increase knowledge of nutrition and explore the potential for other areas for group teaching in women's health.
Nine bilingual Hispanic women between 19 and 68 years of age participated in this project. After consent was obtained, participants were given a 10-item pretest intervention questionnaire (totaling 50 points) to assess their knowledge of nutrition. A total of four sessions on general nutrition were provided. Classes consisted of lectures, posters, handouts, and discussion. The same 10-item postintervention questionnaire (totaling 50 points) was given to assess the participants’ knowledge of nutrition and feedback on the comadre-like group teaching approach.
The results of this evidence-based transcultural nursing project underscored the importance of using a comadre-like group teaching approach to increase Hispanic women's knowledge of nutrition. This method could be used in other areas of nursing and health education to promote a healthy lifestyle.
•A new classification method for metaheuristic algorithms is presented.•Group teaching optimization algorithm is proposed for global optimization.•Group teaching optimization algorithm is inspired by ...group teaching.•Experiments show that the proposed method outperforms state-of-the-art algorithms.
In last 30 years, many metaheuristic algorithms have been developed to solve optimization problems. However, most existing metaheuristic algorithms have extra control parameters except the essential population size and stopping criterion. Considering different characteristics of different optimization problems, how to adjust these extra control parameters is a great challenge for these algorithms in solving different optimization problems. In order to address this challenge, a new metaheuristic algorithm called group teaching optimization algorithm (GTOA) is presented in this paper. The proposed GTOA is inspired by group teaching mechanism. To adapt group teaching to be suitable for using as an optimization technique, without loss of generality, four simple rules are first defined. Then a group teaching model is built under the guide of the four rules, which consists of teacher allocation phase, ability grouping phase, teacher phase and student phase. Note that GTOA needs only the essential population size and stopping criterion without extra control parameters, which has great potential to be used widely. GTOA is first examined over 28 well-known unconstrained benchmark problems and the optimization results are compared with nine state-of-the-art algorithms. Experimental results show the superior performance of the proposed GTOA for these problems in terms of solution quality, convergence speed and stability. Furthermore, GTOA is used to solve four constrained engineering design optimization problems in the real world. Simulation results demonstrate the proposed GTOA can find better solutions with faster speed compared with the reported optimizers.
Background: The demands on Medical Education have greatly increased in the 21 st century. For this very reason, there has been an unprecedented growth in the number of medical colleges in India. The ...teacher’s role is to facilitate rather than to direct, to coordinate as much as to communicate. Small group teaching offers students’ opportunity to discuss and refine their understanding of complex issues, to problem solve and apply their knowledge to new situations and to reflect on their attitudes and feelings. The study aims to assess the perception of undergraduate medical students regarding small group teaching, the perception of faculty regarding Small group teaching, compare the perception of students on small group teaching, with respect to their academic performance and attendance. Methodology: 93 faculty and 499 undergraduate MBBS students participated in the study and were given a self- administered semi-structured questionnaire. The perception of undergraduate students and teaching faculty on small group teaching was assessed using the 5-point Likert Scale. Independent t-test was applied to find difference in mean perception. Students were categorized based on their academic performance and on their attendance aggregate for the concluded semester. Results: In total, 404 students and 45 faculty members responded thus giving response rates of 80.9% and 48.4% respectively. The overall response rate was 75.8% Conclusion: The study found that both students and faculty members are favorable to the concept of SGT. They found it not only enhances the academic performance of students but also contributes to the personality development of students. Clinical correlations in all the subjects is well appreciated by students and faculty. Suggestions for improvement of SGT such as exam-oriented study, use of innovative and interactive aids can make SGT sessions more effective.
Background: The global trend towards the teaching and learning process is becoming more dynamic and interactive compared to traditional didactic lectures. Medical schools are changing their teaching ...strategies to ensure that students are prepared for lifelong. Objectives: To determine the perception of the effectiveness of small group teaching and didactic classes among health science students. Methodology: This was a cross-sectional study conducted among 300 undergraduates of Kasturba Medical College, Mangalore, and undergraduates of Manipal College of Dental Sciences, Mangalore. Data was entered and analyzed using SPSS version 29.0. The results were expressed in the form of tables and graphs. Results: Among the BDS students most of them were in the Second year (53.3%) and Third year (28.3%). Around 17% of students preferred SGT as it was an interactive session, 17% preferred it as it helps the application of knowledge and 23% of students chose SGT as it provides them an opportunity to present, and as their confidence 28% favored SGT as it enhances thinking ability 15% selected SGT as was a mode self-learning. Conclusion: Most of the undergraduates supported SGT over DIDACTICS. SGTs were found to be the method that provides an opportunity to clear doubts. Under the type of SGTs, many students preferred problem-based learning type, followed by seminars and flip classes.
There are various images available today for doctors to diagnose various diseases. The variety of medical imaging techniques increases the likelihood of early disease detection, allowing physicians ...to begin the treatment process more quickly. This article presents an intelligent approach to diagnosing colorectal cancer. The proposed method uses the group teaching optimization algorithm for feature selection to select the vital features of the image for plant disease. This feature uses to learn the multilayer artificial neural network to classify images into two categories, normal and malignant. Experiments show that the mean index of accuracy, sensitivity, and F1-Score in the proposed method on the color data set for the diagnosis of colon cancer is 92.72 %, 93.14 %, and 94.26 %, respectively. The proposed method's accuracy, precision, sensitivity, plant disease, and F1-Score in classifying Kvasir data set images are 96.42 %, 88.62 %, 92.69 %, and 89.54 %, respectively. Experiments show that the proposed method is more accurate in classifying plant disease images than 3Layer CNN, TFL, Random Forest, and CNN DropBlock.
•Feature selection method based on Group Teaching Optimization Algorithm is proposed.•Two novel operators are developed to increase the exploration and exploitation.•The student phase is enhanced to ...increase the population diversity and exploitation.•The teacher allocation phase is enhanced to increase the convergence rate.•The superiority of the proposed algorithm is indicated over 30 benchmark datasets.
The current study proposes a novel binary group teaching optimization algorithm with local search and chaos mapping (BGTOALC) as a wrapper-based feature selection method to solve high-dimensional feature selection problems. The local search and chaos mapping enhance the performance of the proposed algorithm. Also, two novel binary operators called Binary Teacher Phase Good Group (BTPGG) and Binary Teacher Phase Bad Group (BTPBG) are applied to the teacher’s phase for increasing the exploration and exploitation of the algorithm. Moreover, a new Binary Student Opposition-Based Learning (BSOBL) operator is introduced for the student phase, using an opposition-based strategy to achieve better exploitation. Finally, the teacher allocation phase is designed in a binary manner using the new Mean Binary Select (MBS) operator to increase the algorithm’s convergence rate. Subsequently, two other binary group teaching optimization algorithms, named BGTOAV and BGTOAS, are developed utilizing the S-shaped and V-shaped transfer functions to compare their performance with the BGTOALC algorithm. The proposed approaches are compared to other state-of-the-art binary algorithms on 30 datasets with different dimensions. Different experiments prove that the BGTOALC method outperforms the previous methods in terms of reducing the number of selected features and increasing the accuracy of the machine learning algorithm. Eventually, statistical analyses indicate the superiority of the BGTOALC method in terms of efficiency and convergence rate against other binary metaheuristic algorithms.
Background: The traditional large group didactic lectures have many shortcomings, so small group discussions have been proposed to overcome some of these shortcomings. However, a typical Small Group ...Discussion (SGD) remains a mini-interactive lecture in most cases. To improve students’ participation and their better understanding, many newer teaching-learning methods have been tried. Jigsaw teaching method, a type of cooperative learning, is one of these new methods. Obviously, the usefulness of jigsaw teaching must be compared with other small group teaching methods. Objectives: The aim of this study was to compare the effectiveness of the Jigsaw teaching technique with the small group teaching method. Methods: A quasi-experimental study was conducted over one month in the Paediatrics Department of DM WIMS medical college. After obtaining written informed consent, 30 students were randomly selected and allocated to the SGD and jigsaw groups (15 students in each group). Four topics were taken to both the groups who were crossed over after one session (a total of eight exposures). Their post-intervention mean scores were tabulated and analyzed. The Likert scale was used to assess the students’ evaluations of the jigsaw method. Results: The results showed that the jigsaw method had better students’ performance, which was statistically significant with a P<0.05. Also, the students’ evaluation showed that they appreciated the jigsaw teaching method, but time constraints were noted as a drawback. Conclusions: Jigsaw teaching is an excellent small group teaching method to ensure better students’ participation and understanding and can add to our repertoire of teaching-learning methods, which Competency-Based Medical Education (CBME) warrants.
Introduction: Lectures play a major role in teaching large group of learners in a medical institution. Priming involves familiarising students with background information on the cognitive content ...just before its actual delivery during lecture sessions. Considering the monotonous textual lectures of present day medical education, there is always a need for making the lecture sessions interactive at the same time improving the performance of the learners at the cognitive level. Aim: To assess the performance of 1st year medical undergraduates at lower and higher cognitive domain levels after pictorial concept priming before lecture session. Materials and Methods: The present study was an educational interventional study and a prospective cohort design, the study was conducted during March to April 2019 in Department of Biochemistry, Melmaruvathur Adhiparasakthi Institute of Medical Sciences (MAPIMS) Tamil Nadu, India, as a part of Advance Course in Medical Education (ACME) 2018B Project work. With sample size suggestion made using universal sampling techniques, 120 Phase I medical undergraduates of both sexes aged 17-21 years were enrolled into the study who were divided into two groups, randomised, cohort-60 and control-60 students. The lecture delivery was on glycolysis pathway for both groups with cohort alone being primed using standardised polygonal pictorial concepts during priming session before lectures. Cognitive performance assessment after lecture being made using validated Multiple Choice Question (MCQ) questionnaire which included five lower cognitive level questions at recalling aspects and five higher cognitive level questions at creating aspects and total attainable cognitive performance score at 10. Scores obtained were tabulated and statistical analysis was done using Independent sample t-test for mean score comparisons and relative risk estimation at lower and higher cognitive domain levels using Statistical Package for the Social Sciences (SPSS) version 18.0. Results: The results of the present study showed that cohort group who were primed with pictorial concepts had significantly higher mean score at total cognitive performance score (7.03±1.37) than the control group (6.15±1.83) at (t=-2.98, p=0.003) and significantly higher mean score at higher cognitive performance score (3.75±1.14) than the control group (3.20±1.33) at (t=-2.42, p=0.01) who were not primed with pictorial concepts. However, the results obtained at the lower cognitive performance scores which although shows a higher score among cohort group with mean value (3.28±1.09) when compared to control group with mean value (2.95±1.01), the mean difference obtained remains insignificant (t=-1.73, p=0.08). Exposure outcome relative risk estimation on priming exposure to outcome (50% total cognitive score) showed primed group which is RR=1.567 (0.895-2.744). Conclusion: The study concludes that priming sessions using pictures have a significant impact on improving the cognitive performance of the learners when delivered during lecture sessions in a medical college. Adding to the conclusion, the impact of the pictorial priming sessions is even more on the higher level cognitive performance, which includes evaluating and creating aspects of the knowledge domain. This reiterates the role of the importance of dual added benefits of pictures and priming during teaching cognitive domain aspects of lecture sessions in medical institutions.
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